Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The succeeding discussions present the data, the analyses

and interpretation of the findings of the study.

Level of Job Stress

This section discusses the level of job stress in terms of

the following factors: job demand; job control; and job support.

Job Demand. Table 2 shows the level of job stress along with

the job demand factor. As revealed, the obtained overall mean is

3.44 which indicates that job demand stress are “often” which

indicates a high level job stress along with job demand. This is

validated in a research conducted by Lagos and Magallanes (2020)

stating that teachers often experience high level of stress from

job responsibilities. Specifically, job requires great effort at

work (4.26) is the 1st in rank; Job requires to work fast is on

the 2nd rank with a mean of 3.56. The 3rd in rank is having an

excessive work demand (3.49). Travers (2017) has specifically

mentioned this in a study conducted where workload is excessive

since there are many job responsibilities that a teacher has to

take. Having conflicting demands at work (3.16) is the 4th rank

which is also one of the problems being faced by teacher in

Taiwan by Kyriaco & Pei-yu (2004). Workload is too much to handle

is in the last rank with a mean of 2.73. Even though this is in

the last rank, it still causes stress among teachers. According

to Mingoa-Rabago (2017) too much paper work is one of the main of

stress for teachers.

Table 2.Level of Job Stress – Job Demand

Descriptive Ran
Item Mean Equivalent k
My job requires me to work fast. 3.56 Often 2
My job requires great effort at
work. 4.26 Always 1
There is an excessive work demand. 3.49 Often 3
There are conflicting demands at
work. 3.16 Sometimes 4
My workload is too much to handle. 2.73 sometimes 5
3.44
General Weighted Mean 3.44 Often

The data shows that there is indeed a high demand of work

from teachers which entails high level of job stress considering

the demand at work. Education industry is one of the most

important parts of the society, hence it requires more attention

to it which makes the teachers have to exert great effort at

work. Preparing lessons, checking papers, joining school

activities are the common demands that they have to do at work.

Lagos and Magallanes (2020) has confirmed that teachers often

experience high level of stress resulting from job

responsibilities. These job responsibilities are sometimes not

only related to teaching since they have to get involved in

school activities as well. Teacher stress is typically

conceptualized as unpleasant emotions resulting from aspects of

the work as a teacher (Collie et al. 2012; Kyriacou 1987, 2001;

Liu and Onwuegbuzie 2012). Moreover, possible consequences of

high job demands and long-term teacher stress are reduced teacher

self-efficacy (Klassen et al. 2013; Skaalvik and Skaalvik 2016)

and reduced teacher well-being, for instance higher levels of

burnout (Betoret 2009) and negative affect, depression, and

psychosomatic responses (Skaalvik and Skaalvik 2015). Though this

is just one of them but generally the demands at work is the main

cause of stress for teachers. This is supported by studies

conducted by Travers (2017); Alson (2019) and Mingoa-Rabago

(2017) wherein workload is one of the main causes of stress for

teachers at work. Overall, findings show that being a teacher has

a great demand abroad although being too much to handle is ranked

lastly which means that work demands are still manageable despite

of being frequently required at work. Lastly, teacher stress may

not only result in increased motivation for leaving the

profession, but also in actual leaving (Weiss 1999).

Job Control. Table 3 shows the causes of job stress along with

the job control factor. The obtained overall mean of the job

control factor is 3.75 which indicates that control at work is

“often” which indicates high level of control on the job. Having

an autonomy in the job buffers the level of job stress. This

indicates that overseas Filipino teachers are able to make

decisions about their jobs independently. This entails that

gaining a high control over the job buffers the high level of job

demand among overseas Filipino teachers.

Table 3.Level of Job Stress Along Job Control

Descriptive
Item Mean Equivalent Rank
I have the opportunity to learn new things at
work. 4.05 Often 4
My job requires me to be creative. 4.48 Always 1

I do the same task over and over again. 3.66 Often 6

I have the possibility to decide how to carry
out my job. 4.12 Often 2
I have the possibility to decide what to do
at work. 4.04 often 5
I have the freedom to decide how to manage my
work. 4.06 Often 3
I can work at my own pace. 3.54 Often 7
My works hours are flexible 2.78 Sometimes 9
I can easily granted permission to be absent
from work. 3.00 Sometimes 8
General Weighted Mean 3.75 Often
The results indicate that there is a high level of job

control with an overall mean of 3.75. It reveals that despite of

high demand at work they also have the capability to control

their tasks and general activity which acts as a buffer of such

demand at work. First in rank is job requiring to be creative

(4.48); having the possibility to decide how to carry their job

(4.12)is 2nd in rank; Third is having the freedom to decide how

to manage work with a mean of 4.04; having the opportunity to

learn new things at work (4.05) is at 4th rank. Fifth in rank is

having the possibility to decide what to do at work (4.04); doing

the same task over and over again (3.66)is at the 6 th rank; 7th in

rank is working at their own pace (3.54); being granted

permission to be absent at work (3.00) is 8th in rank and lastly

is flexible working hours with a mean of 2.78.

 These results imply that there is a high control at work for

teachers abroad. Teaching abroad gives you the freedom to

showcase your creativity and knowledge since they don’t have much

expectation on what you have to offer according to your

nationality. In this case, the teachers are allowed to use

specific job skills that are relevant to their work which allow

them to have control over their job. The data also shows that

there is a high extent to which the person can decide how work

responsibilities are carried out at work. Therefore, this shows

that teachers have high demand at work but there is also a high

control over the job which lowers the impact of job demands.

According to Shi, W., et al (2011), when high job demand and high

job control exist at the same time, it can eventually achieve

transformation from high stress work to positive work. Job

control moderates the negative effect of job demands on health

and well-being. Specifically, high job control is predicted by

Karasek (1979) that high job control eases the negative effects

of high job demands. In this regard, Wall et al (1996) also

stated that increased control reduces the effects of stressors by

allowing individual face demands when they are best able to do so

in ways they find most acceptable. In addition, passive labor,

which combines low demand and low control, is particularly

precarious since it can cause people to lose interest in their

jobs. On the other hand, when high expectations and high control
coexist, people engage actively in the working process because,

despite the high demands, the teacher is better able to plan what

to prioritize while at work. The circumstance that is seen as

being the least stressful combines low demand with strong process

control. Moreover, Atunez (2018) mentioned that negative effects

that generate the high job demands can be buffered or intensified

on the degree of control that workers have the activity. The

results garnered above shows a high degree of control over

workload which means that the negative effect of this is lowered,

hence, it doesn’t cause high level of stress.

Job Support. Table 4 shows the level of job stress along with job

support. The result presents overall mean of 3.99 which indicates

that “often.”

Table 4.Level of Job Stress Along Job Support

Descriptive
Item Mean Rank
Equivalent
There is a quiet and pleasant atmosphere
Often
at my place of work. 3.79 6
I can rely on the help of my colleagues. 3.80 Often 5
Communication between colleagues is good. 3.99 Often 4
My colleagues respect me for the work I
Always
do. 4.34 2
I have a good relationship with my
Always
colleagues. 4.38 1
I have a good relationship with my boss. 4.17 Often 3
People around at work understand when I
Often
may have a “bad” day. 3.45 7
Overall Weighted Mean 3.99 Often
Job Support. Table 4 shows the mean values of job support factor

under job stress. Specifically, having a good relationship with

their colleagues is the first in rank with a mean of 4.38. Second

in rank is colleagues respect the person for the work they do

(3.80). Having a good relationship with their boss (4.17) is

number 3 in rank. Whilst, communication between colleagues is

good (3.99) is in rank 4. Being able to rely on the help of their

colleagues (3.80) is number 5. Having a quiet and pleasant

atmosphere in the workplace (3.79) is sixth in rank. Lastly, is

people around at work understand when someone may have a “bad”

day (3.45).

The results imply that having a good support at work results

to a lower job stress. Shi (2011) said that level of social

support can directly influence work stress. Additionally, social

support can mobilize and offset the work stress effectively. In

addition, teachers who recognized job support from employers have

a lower sense of career intent and career commitment. These two

results may indicate that teachers with high job satisfaction,

career intent, and career commitment likely utilized other stress

coping mechanisms other than supports. Thus, Shi (2011) concluded

that social support can help teacher effectively with their job

responsibilities. It promotes the growth of professional ability

and greatly relief work stress and burden. Hence, support from

school boards, teachers’ unions, and faculties of education need

to make workplace health a priority as the impact of employee

mental health can be profound (Baumann & Muijen, 2010) and can

bring changes in education that promote workplace wellbeing.

Table 5.Summary of Level of Job Stress

DESCRIPTIVE
Domains MEAN EQUIVALENT RANK
Job Demands 3.44 Often
Overall Weighted Mean 3.44 High
DESCRIPTIVE
Domains MEAN EQUIVALENT RANK
Job Control 3.75 Often 2
Job Support 3.99 Often 1
Overall Weighted Mean 3.87 high

In the result presented above, there is indeed a high level

of job demand with a mean of 3.44. However, job control (3.75)

and job support (3.99) are interpreted as high, therefore, it

buffers the effect of job demand which results to low level of

job stress. It is explained in the Job-demand-control-support

model theory that job control buffers the effect of job demand.

It might lesson or mitigate stress in the workplace which is the

same with job support. Having a strong support from supervisors

and colleagues can lessen the effect of demands at work which

causes job stress. The results imply that overseas Filipino

teachers have high level of job demand with high levels of job

control and support which results to low level of job stress.

A study by Odetunde (2021) supported this when his findings

showed that job demand, job control and social support have

significant main causal relationships with job performance. With

job demands negatively and job control and social support

positively relating to job performances. The idea of this theory

is that demanding work, control over working processes, and

social support within the workplace all independently relate to

well-being and strain. In addition, supportive school

environments and positive social relations with parents,

colleagues, and the school leadership are also predictive of

teachers’ job control and motivation to stay in the profession

whereas time pressure and discipline problems are predictive of

lower job control (Day, Sammons,Stobard et al., 2007; Johnson &

Birkeland, 2003; Scheopner, 2010; Weiss, 1999). Nonetheless,

control and support resources mitigate or buffer the effect of

high demands of these outcomes. Also revealed that value

consonance, the degree to which teachers feel that they share the

job demands at the school where they are teaching, was positively

related to teachers’ job control where there is feeling of

belonging. Several studies also reveal that high job support is

associated with lower levels of job stress to teachers with high

job demands (Johnson & Birkeland, 2003; Klassen & Chiu, 2010).

Social support mainly refers to support and help from work

colleagues and superiors.

Coping Strategies.

Table 6.Utilization of Coping Strategies in terms of Problem-Focused

Item Mean Descriptive Rank

 Equivalent
When confronted with a stressful
situation, I take charge of the event. 3.23 Sometimes 9
When having problems, I ask my friends or
relatives for help. 2.83 Sometimes 13
I set up a plan and try to carry it out. 3.46 Often 5
I concentrate my efforts on doing
something about a situation I’m in. 3.57 Often 2
When an unexpected, negative event
happens to me, I actively seek
information about the event and learn how
to cope with it. 3.49 Often 4
I browse the internet, read or watch
videos to find a solution. 3.24 Sometimes 8
When stressed by a complex situation, I
focus my attention on those aspects of
the situation that I can manage. 3.45 Often 6
I increase my work duration to figure
things out. 3.06 Sometimes 12
When I am in a bad situation, I think
hard about what steps to take. 3.58 Often 1
When faced with a difficult situation, I
think hard about what steps to take. 3.55 Often 3
I seek suggestions from my colleagues,
seniors or supervisors. 3.07 Sometimes 11
When I am frustrated, I pursue a relaxing
activity to become productive in solving
the problem. 3.37 Sometimes 7
I try to get advice or help from people
who are experts about the problem. 3.15 Sometimes 10
Overall Weighted Mean 3.31 Sometimes

Table 6 shows the utilization of coping strategies in terms

of problem-focused. First in rank is thinking hard about what

steps to take when faced with stressful situation with a mean of

3.58. Second is concentrating efforts on doing something about a

situation (3.57); Thinking hard about the steps to take is the

third (3.55) and actively seeking information about the event

and learning how to cope (3.49) is fourth in rank. Setting up a

plan and carrying it out (3.46) is the fifth; focusing the

attention on the situation that can be managed (3.45) in the

sixth rank; pursuing a relaxing activity to become productive in

solving the problem is seventh (3.37); browsing the internet to

find solution (3.24) is eight in rank. Taking charge of the even

when confronted with difficult situation (3.23) is ninth; tenth

in rank is getting advice or help from experts about the problem

(3.15); eleventh in rank is seeking suggestions from colleagues

(3.07); increasing work duration to figure things out is the

twelfth in rank and lastly is asking friends or relatives for

help (2.83).

The results imply that overseas Filipino teachers utilize

problem-focused type of coping strategies when experiencing

stressful situations. The overall mean which is 3.31 is

interpreted as great extent. This depicts that there is a high

utilization by overseas Filipino teachers of this type of coping

strategy. Aulen et. al (2019) has mentioned that problem-focused

coping strategy is beneficial for reducing job stress. This is

one of the reasons why overseas Filipino teachers utilize this

kind of coping strategy since it benefits them in the problems

that they experience on the job. Salvano (2005) said that high

demands of work are associates with problem-focused coping

strategy. Teachers with high demands at work are more likely to

utilize problem-focused coping strategy. Apparently, overseas

Filipino workers have high job demands which results to utilizing

problem-focused coping strategy. Focusing on the problem itself

is the best way to cope with the demands at work. In Austin’s

et., al (2005) study, problem solving is the most popular way of

coping for stress among teachers. Austin, et., al (2005)

Additionally, It is found out in this study that a great

percentage of teachers used emotion-focused coping strategy.

Specifically, exercising which shows a high percentage of

reducing stress among teachers with lower stress. Popular choice

of teachers to relive stress is engagement in activities.

Majority of teachers with a lower intensity of stress used

exercise (Austin, 2005). Austin’s (2005) Higher levels of stress

are highly correlated with positive reappraisal. It was

anticipated that those who experienced more stress would act

negatively. The fact that escape avoidance is strongly connected

to greater levels of stress, which confirms Chan and Hui's

(1995) earlier study, lends some credence to their point of view.

Compared to the 25% of instructors in the lowest stress group, a

higher percentage of teachers in the two lower stress categories

exercised to reduce stress. Another well-liked activity was

unwinding, which was equally employed at all four stress levels

with no discernible change in the perceived stress levels. The

most often selected stress-relieving options were engagement

 activities. Less stressed teachers did not always employ coping

mechanisms more frequently.

Table 7.Utilization of Coping Strategies in terms of Emotion-Focused

Mea Descriptive Ran

Item n Equivalent k
Whenever, I feel down, I go to the gym 2.0
to work out of exercise. 1 14
I believe I have a history of coping
well with highly stressful situations of
which I remind myself when under 3.4
pressure. 2 5
When I am in a stressful situation, I 3.2
can control my emotions. 7 9
I accept that events in my life are
merely results of luck, fate and change 2.7
to make me feel better. 5 11
When things are not going well, I look
at the situation as being temporary 3.5
rather than permanent. 7 4
I engage in spiritual practice such as
prayer, meditation, or inspirational 3.3
reading to enrich my interior life. 1 8
When facing challenges, I look toward 3.6
positive future aspects. 3 2
I always remember that my life has a 3.6
purpose to a great extent. 8 1
I actively participate in my spiritual 3.7
community. 4 12
I get emotional support from friends and 3.4
family. 1 6
When I’m feeling down, I say things to 2.9
let my unpleasant feelings escape. 4 10
I acknowledge the reality of the fact 3.6
that a stressful situation has happened. 2 3
When highly stressed, I practice or do
some kind of sport to reduce a stressful 2.5
situation. 3 13
I prepare myself emotionally for the 3.3
worst situation. 8 7
3.1
Overall Weighted Mean Moderate Extent
6
 Table 6 shows the utilization of coping strategies in terms

of emotion-focused. Sergio, et.,al (2013) mentioned that motion-

focused is highly utilized by OFWs and it is their primary coping

mechanism. This include finding something to be grateful about a

difficult situation. Straiton (2017) found in a study that

seeking support from friends and families are utilized at a great

extent. In Nakonz & Shik’s (2008) study, it is revealed that

overseas Filipino workers utilize emotion-focused when under

stress. Specifically, engaging in spiritual practice. Abe-Kim,

et.al (2004) mentioned that the spirituality is associated with

lower-rates of seeking professional help. This shows that

utilizing spirituality reduces the source of stress which lowers

the number of OFWs seeking professional help According to

Kyriacou (2004) emotion-focused coping strategy is highly

utilized by teachers in Taiwan. Cirligeanu (2017) study reveals

that teachers utilize both problem-focused and emotion-focused

coping strategies equally depending on the situation at hand. It

is mentioned in a research conducted by job crafting strategy or

aiming to control the source of the stress is one of the highly

utilized coping strategies of teachers according to Skaalvik

(2021).

Table 8. Summary of Utilization of Coping Strategies

DESCRIPTIVE
Domains MEAN RANK
EQUIVALENT
Emotion-Focused 3.16 Sometimes 1
 Problem-Focused 3.31 Always 2
Overall Weighted Mean 3.24 Moderate Extent

The overall mean for utilization of coping strategies is

3.24, interpreted as ‘moderate extent.’ It implies those overseas

Filipino teachers are utilizing coping strategies in a moderate

extent. There is a moderate extent of utilization of coping

strategies among overseas Filipino teachers. This supports

Jimenez (2009), which found that both emotion-focused and

problem-focused strategies are often utilized by OFWs due to

geographic disparities and issues they face. Aulen (2021) said

that instructors utilize emotion-focused coping mechanisms to

deal with stress and strain resulting from their jobs, and that

using problem-focused is advantageous for doing so. Additionally,

educators only employed emotion-focused techniques when a

challenge appeared insurmountable or when nothing could be done

to alter the situation. Thus, to manage the stress and pressure

brought on by their jobs, teachers employ a variety of coping

mechanisms, particularly those that are emotion-focused.

Accordingly, coping and social support not only reduces the

negative effects of stressors on wellbeing but also affect how

stressful people perceive their environment (Griffith & Cropley).

High job stress was also linked to low social support at work,

higher use of coping mechanisms like disengagement, and

suppression of competing interests. In addition to reducing the

negative effects of stressors on wellbeing, coping and social

support also affect how stressful environmental demands are

perceived. Moreover, Pogere et al. (2019) discovered that

emotion-focused coping is positively correlated with emotional

exhaustion, whereas problem-focused strategies are negatively

correlated with emotional exhaustion. Coping and social support

also influence how stressful environmental demands are perceived,

reducing the negative effects of stressors on wellbeing.

Relationship between Job Stress and Coping Strategies

Table 9. Relationship Between Job Demand and Utilization of Coping Strategies

Coefficient of Correlation, r Interpretation

Coping Strategies 0.107* Negligible

Job Demand 0.107* Negligible

*correlation is significant at the 0.05 level (2-tailed)

Table 9 shows the relationship between job demand and

utilization of coping strategies. Job demand and the utilization

of coping strategies are both negligible in correlation at 0.05

level of significance (2-tailed). This indicates that there is

statistically significant relationship between the need for a job

and the use of coping mechanisms by Filipino teachers working

abroad. Teachers encounter a variety of potentially stressful

events every day that might have a detrimental impact on their

ability to teach, their effectiveness as teachers, and even their

health. From a proactive standpoint, the link between job demands

and the use of coping mechanisms is insignificant since Filipinos

are naturally more satisfied with their teaching jobs than

teachers from any of the other six Asian nations (Jobstreet Asia,

2016). The use of coping mechanisms appears to be varying with

the needs of Filipino teachers working abroad. Nonetheless, Asis

(2017) also noted that Filipinos are more likely born with the

ability to be resilient in handling issues, including stress, in

any manner.

Table 10.Relationship Between Job Control and Utilization of

Coping Strategies

Coefficient of Correlation, r Interpretation

Coping Strategies 0.225* Low Correlation

Job Control 0.225* Low Correlation

*correlation is significant at the 0.01 level (2-tailed)

Table 10 shows the relationship between job control and

utilization of coping strategies among overseas Filipino

teachers. Statistically, the correlation value (r) is 0.225 at

0.01 level of significance which is interpreted as low

correlation. This means that the relationship of job control and

utilization of coping strategies are statistically significant

suggests that that particular utilization of coping strategy has

an impact on the job control of overseas teachers, but that there

are other important determinants as well like consideration of

other coping strategies other than problem-focused. In addition,

a low positive correlation indicates that, although both job

control and utilization of coping strategies tend to go up in

response to one another, the relationship is not very strong. On

the basis of the foregoing, it may be stated that the adoption of

problem-focused coping strategies is positively associated to job

control. This relates to the execution of job control for

Filipino teachers working abroad since it is anticipated that

they carry out the obligations set forth in their employment

contracts and that they make the coping strategies for the

position; otherwise, they should not have accepted the position

(Bautista and Tamayo, 2020). It is also theoretically novel since

it makes a connection between coping mechanisms used when

teaching overseas and a crucial result: job control. Filipino

teachers are only focused in their own teaching ways abroad

rather fixated on other non-teaching activities unlike teachers

in the Philippines, for the reason of cultures and undertakings

(Jolipa, 1980).

Table 11.Relationship Between Job Support and Utilization of

Coping Strategies

Coefficient of Correlation, r Interpretation

Coping Strategies 0.409* Moderate Correlation

Job Support 0.409* Moderate Correlation

*correlation is significant at the 0.01 level (2-tailed)

Table 11 shows the relationship between job support and

utilization of coping strategies of teachers teaching overseas.

Results revealed that there is a moderate correlation between job

support and utilization of coping strategies. This implies that

job support makes a sensible correspondence with the utilization

of coping strategies of teachers teaching abroad and helps

teachers to cope with experiences and assimilate culture. Having

effective job support has been shown to be one of the most

significant correlates in the utilization of coping strategies

and has long been believed to positively impact health and guard

against distress among teachers overseas. Moreover, results show

that there is a fair relationship of the coping strategies with

job support as it was influential, whereas job support were

beneficial as teachers claim as reflected to be the highest in

means. High support in conjunction with high job stress was

associated with healthier workplace environment. This implied

that the overall job support in conjunction with the utilization

of coping strategies benefits teachers in coping with their

stress (Modesto, 2020). These findings are in line with those of

a study conducted by Reyes (2004) on the evaluation of

occupational stress in teachers in terms of job support and

coping mechanisms. In that study, it was determined that high job

support combined with high coping mechanism usage resulted in a

high level of job satisfaction, healthier coworker relationships,

and a more favorable working environment (Smith, 2012).

Challenges encountered by Overseas Filipino Teachers

Table 12. Challenges encountered by Overseas Filipino Teachers.

 Challenges f % RANK
1. Homesickness 156 10.24% 5th
2. Unpaid salary 54 3.54% 12th
3. Employer abuse 59 3.87% 11th
4. Lack of Savings 196 12.86% 3rd
5. Language Barrier 273 17.91% 1st
6. Unsupportive Co-Workers 123 8.07% 6th
7. Work overload 176 11.55% 4th
8. Not accustomed to the climate of the country 71 4.66% 8th
9. Inadequate Housing and Lodging 63 4.13% 10th
10. Inconvenient Transportation 72 4.72% 7th
11. Fellow Filipinos’ Crab Mentality Culture 211 13.85% 2nd
12. Others: 70 4.59% 9th
health problem while abroad 23
Changing government policies from time to time and
11
difficulty of acquiring permanent residency status
Food aversions and culture shock 9
unclear or flexible job scope 15
racial discrimination 12
Table 12 shows the common challenges encountered by overseas

Filipino teachers. Language barrier is leading among the common

challenges encountered with a frequency count of 273 equivalent

to 17.91%. This implies that communication as a factor that

challenges their life teachers abroad. Hence, most of the

Southeast Asian nation countries are hardly speaking in English

(Reyes, 2020). Often, overseas workers like Filipino teacher’s

way of speaking create a barrier towards effective communication,

not their accent (Javadpour & Samiei, 2017). In addition, the

language barrier often impacts work performances due to messages

being misinterpreted. Other than that, language barriers

sometimes lead to other problems such as delays in work and

safety (Valitherm & Rahman, 2014). Foreign workers are having

difficulty when talking with other coworkers. Lack of

communication may result in low productivity of the worker. To

ensure peace and a pleasant working environment, communication

plays a significant role in achieving the high productivity of

workers (Iqbal, 2014). Valitherm and Rahman (2014) supported and

stated that language barriers might lead to other problems such

as delays in work additional stress to the teachers.

Second in rank is fellow Filipino “crab mentality” culture

with a frequency of 211 equivalent to 13.85%. Overseas Filipino

workers are tend to be too proud of themselves and treat others

as inferior beings most especially if they perceived themselves

as superior and/or senior in experience than other teacher

(Sausa, 2012). In addition, Periabras (2013) mentioned that “crab

mentality” among overseas workers is a bad trait unfairly

ascribed to Filipinos and considered a formidable obstacle to

their success. On the other hand, Dweck (2019) describe crab

mentality in the context of psychology that people with a fixed

mindset believe that their character, intelligence, and creative

qualities are fixed and cannot be improved. That’s why they have

the tendency to avoid challenges, give up easily, render effort

useless, ignore feedback, and feel threatened by the success of

others. So instead of doing challenging work and advancing

themselves forward, they’re naturally playing small and pulling

others down as a means of “staying on top.”

 Third in rank is lack of savings with a frequency of 196,

12.86% in percent. This is due to familial overdependence on

remittances. With increasing family expectations and dependence

on the teachers’ income, sometimes make it a challenge for

migrant workers to develop substantial savings and can drive more

materialistic or consumerist lifestyles especially among teachers

that are difficult to sustain thus it creates additional stress

to the teachers overseas. This is confirmed in a research

conducted by Bullo et al (2021) that teachers find themselves

sending more and more money to their families, leaving them with

barely anything to save for their future. Since these teachers

rarely have access to social protection schemes such as pension,

benefits and health insurance, without some savings and financial

planning, after years—even decades—of hard work, they return home

to bleak and insecure futures.

Work overloads ranked 4th with a frequency of 176 and a

percentage equal to 11.55%. This means that work overload is

common challenge being encountered by most of the Filipino

overseas teachers. Workload can at times be heavy (overload or

light (under load). Debra (1995) sees role overload as a

situation in which teachers feel they are being asked to do

more than time or ability permits and therefore it could trigger

stress among teachers. In addition, working under time

pressure can be stressful because people are anxious when they

have a lot to do before some deadline, as time runs out a

feeling of impending disaster increases (Carr & Pudrovska, 2007).

Furthermore, teachers’ effectiveness is positively influenced by

having too much to do or having to tackle too difficult work.

Denga and Ekpo (1994) found out that overload whether

quantitative or qualitative may lead to stress and

concomitant gross ineffectiveness. Orjiji (2000) identified work

overload and under load of job as factors that can generate

feeling of hopelessness and also may contribute towards lack of

motivation, depression and inefficiency.

Hence, homesickness ranked fifth with a frequency count of

156 equivalent to 10.24%. This means that there is a “distress or

impairment caused by an actual or anticipated separation from

home. Furthermore, in the study of Cavery and Capuno (2018)

states that it is a cognitive hallmark is preoccupying thoughts

of home and attachment objects”. It can arise because of

different environment and still adjusting to it, or because of

feeling lonely and miss the comfort of the people who loved us.

Homesickness attributed to stress and challenges of the Filipino

workers when they can feel frustrated especially if there are

communication barriers in their new place of work (Clipa, 2017).

On the other hand, there are overseas Filipino teachers

identified some challenges which is 70 in frequency and

equivalent to 4.59% that are noteworthy of addressing job stress

which includes the following: health problem while in abroad with

frequency of 23; unclear or flexible job scope with frequency of

15; racial discrimination with 12 frequency; changing government

policies from time to time and difficulty of acquiring permanent

residency status with frequency of 11 and last is food aversions

and culture shock with 9 frequency.

Lastly, unpaid salaries which ranked twelfth with a

frequency count of 54 which is equivalent to 3.54%. This means

that only few overseas teachers encounter this but regarded as

challenge in their work place. Unpaid salaries up for months on

end, despite promises, were a constant complaint among several

teachers thus it generates a feeling of being left-behind,

helplessness, loneliness, pessimism, deprivation, and isolation

being confronted with health and academic problems at work. This

is attested in the research of Modesto (2020) that due to

financial constraints, a teacher may suffer from stress on the

onset of unpaid salaries. These are the least challenges

encountered which also causative to the stress experience of

teachers teaching abroad.

 Summary

In the consonance with the research questions, the

following are the salient findings:

1. For either of the factors (job demand, job control and

job support), level of job stress of the respondents is found to

be often. Further, the level of stress for job demand is

relatively high compared to job control and job support.

2. The utilization of coping strategies in terms of

problem-focused is found to be in great extent. Moreover, the

utilization of coping strategies in terms of emotion-focused is

moderate in extent.
 3. The relationship between job stress level and extent of

utilization of coping strategies of the respondents with job

demand is found to be negligible. On the other hand, the

relationship of utilization of coping mechanism with job control

and job support is low correlation and moderate correlation

respectively.

4. Common top ranking challenges found among overseas

Filipino teachers are language barriers, fellow Filipinos “crab

mentality” culture, and lack of savings, work overload and

homesickness. Contrary to the top ranking challenges, health

problem while abroad, changing government policies from time to

time and difficulty of acquiring permanent residency status, food

aversions and culture shock, unclear or flexible job scope,

Racial discrimination and unpaid salaries are the least

challenges found among overseas Filipino teachers.

 CONCLUSIONS AND RECOMMENDATIONS

Conclusions

Based on the findings and summary, the following conclusions were

drawn:

1. Teachers deemed recognition of their job stress at work,

(which includes job demand, job control and job support) and

have clear picture on the utilization of coping mechanisms.

Overall, teachers are highly stressed on job demands over

job control and job support. On the other hand, there is a

good job support at work that yields to a lower job stress.

 2. Generally, teachers are knowledgeable on the utilization of

coping mechanism in terms of problem-focused and emotion-

focused. Teachers portray great extent of utilization of

coping mechanism in terms of problem-focused over emotion-

focused.

3. There is a negligible relationship between coping mechanism

and job demands. Contrary to job control which has a low

correlation and job support is moderate correlation.

Nonetheless, as job support increases, job demands will

decrease thus the job stress will decrease.

4. Teachers have common challenges being experience that are

contributory to their stress at work.

Recommendation

Based from the findings and conclusions, the following

recommendations are respectfully presented:

1. The results of the study should be deliberated by the

concerned employers as basis for formulating ways to lessen

teachers’ stress and to improve their job demands, job

control and job support as well as their utilization of

coping mechanisms.

2. A school which includes the employers should have activities

that would lessen boredom and work under load in the

 institution. These activities can be in a form of team

building once in a while.

3. School heads should monitor their subordinates to check the

relationship that is present in them and address such if

needed to avoid quarrels and misunderstandings in the group

to address the crab mentality culture.

4. The school should see the dangers present in the institution

and eradicate them, if not, they must observe preventive

measures the proper way around.

5. School calendars should be done well to a lot sufficient

time to teachers about different activities such as academic

activities, professional activities and many other more.

6. Schools should orient the teachers about what they will be

doing in their job to avoid conflict.

7. The School’s Administrative Staff should check teacher

workloads if there is a need to cut some or add more to

eliminate stressors such as work overload or work underload.

8. Schools should provide platforms for teachers to exercise

their full potential where students shall benefit from it.

9. Schools should conduct seminars specifically stress

management and time management for teachers to enhance their

skills as well as their performance.

10.Schools should always be well-informed about how their

teaching staff is doing.

11.Professional development programs should be contextualized

with the utilization of coping mechanism for teachers.

12.Different support systems are encouraged to sustain and

strengthen job support and lessen the job demands and

control among teachers.

13.Further studies on the overseas Filipino stress and

utilization of coping mechanisms in broader depth and

breadth, and different methodology are initiated by other

researchers so as to explore and answer besetting questions

about teachers stress levels and also job satisfaction.